Summary
Despite most American adults sharing a bed with a romantic partner, sleep research has examined sleep primarily as an individual behaviour. A growing body of research indicates that couple bed sharing may have an impact on sleep quality, but the current study is the first to examine whether such associations may differ based on attachment security. A sample of 179 cohabiting heterosexual couples completed daily sleep diaries and surveys of their attachment security, avoidance and anxiety. Data were analysed using multilevel modelling. Greater attachment security and lower attachment avoidance were associated with greater subjective sleep quality. Greater sleep concordance (time in bed with partners) was associated with better subjective sleep quality for women with lower attachment security and higher attachment avoidance. Findings suggest that couple bed sharing may benefit the subjective sleep quality of women who have lower attachment security.
Students majoring in psychology are often required or encouraged to have hands-on experience in the field. One way to gain experience is through an independent research experience (IRE); however, little is known about what IREs actually entail. In an effort to learn about students’ IREs, we recruited 117 undergraduates from a Research I university and asked them questions about their IREs. Importantly, a faculty mentor may choose to structure their IRE in one of four ways: (a) only a full lab meeting with all research assistants, (b) only one-on-one meetings with the individual student, (c) both full lab meetings and one-on-one meetings, or (d) neither a full lab meeting nor a one-on-one meeting. Descriptive data indicated that most students were involved in both full lab meetings and one-on-one meetings, or just full lab meetings. Exploratory regression analyses indicated that participating in both full lab meetings and one-on-one meetings may be the most effective model for positive perceptions of the IRE.
Background American Psychological Association Guidelines for Undergraduate Education (2013) encourage workforce preparation among undergraduate students, and the field of psychology has implemented this recommendation in various ways. Objective The present study investigated what sources undergraduate psychology students use to find information about and experiences they seek in preparation for their future careers, and what characteristics are associated with this process. Method Undergraduate participants ( N = 354) described the number and type of sources from which they sought information and experiences on careers, and also provided demographic information (e.g., academic achievement). Results Participants primarily used the Internet, advice from friends/family, and a career orientation course to find information, with higher academic achievement predicting the use of more sources. They sought a variety of experiences to enhance career opportunities (e.g., volunteering), with academic achievement and class standing as positive predictors of seeking more of such experiences. Conclusion To maximize students’ success, psychology departments should show students everything that the department and university have to offer by way of career information and preparation. Implications Departments should encourage students to use resources within the psychology department, include career information in orientation courses, in addition to regularly encouraging familiarity with on campus career centers.
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